Flutes (No instrument: Khristina, Brea, Kaylee) (AB: Aja [in school but not at lesson]
What we did ALL Students (Borland)
Class started 15 minutes late today; This class consists of students who are still at the beginning stages of developing sound and reading the music.
While most students attend lessons regularly, they are inconsistent about bringing their instruments on lesson day.
It is evident that there is not much practicing happening outside of class time.
3 students do not own a book still which contributes to the previous.
All of these factors culminate into a huge concern. Are they so far behind that they will be overwhelmed to catch-up? Is there a true desire to play? I feel I need to create a reward system to motivate.
The exception with this group is Sam who is smart and doing all that he can in class. Unfortunately, he is progress is being held back by the slow progress of the other students. I need to see what can change.
What to do for next lesson
Line 7 needs to be mastered right now to meet the following targets
Develop good, consistent sound
Read and play the correct pitches coordinated with the fingerings
Count measures in common time
Students that need to purchase method book
Camden, , Khristina, Brea
Looking Ahead
???? Not sure at this point. What can I encourage them to do and how?
Sederland What we did
Isaiah: Assessed performance targets on line 23; Began looking at the "Let's Go Band" Tutorial.
Adjusted embouchure to firm up the musculature and make sure the bottom teeth were covered; He was allowing the teeth to touch the reed.
We also adjusted his hand position and posture so as to have a better angle to allow for a better embouchure and a more relaxed playing position. He has a lot of tension in his upper body and hands which restricts his air flow.
There were some great moments when he thought about these adjustments but will need to work to break old habits.
Jacob (Cayden did not bring instrument today
Established a proper grip and single bounce stroke using Haskell-Harr method page 6.
Establish grip, stroke and posture for snare drum using quarter note/rest rhythms.
Jacob has a pretty good sense of time when he is dedicated to counting; when he is not counting, the pulse becomes a little shaky.
He has a slight habit of dropping his hands and turning them over a little which causes him to hit the rim. Making sure he stands back from the drum about half a step should help with this issue.
Began reading eighth note rhythms using Haskell-Harr Lesson 7
What to do for next lesson
Clarinet: Meet performance targets for lines 17, 23 and 25; "Let's Go Band" Tutorial
Percussion
Mallets: Meet performance targets for lines 17, 23 and 25;
Drums: Meet performance targets for Haskell-Harr lesson 7
Looking Forward
Drums: Include the Bass Drum with the Snare Drum lines
January 29, 2015
(Borland and Sederland)
Flutes (No instrument: Khristina, Brea, Kaylee) (AB: Aja [in school but not at lesson]
What we did ALL Students (Borland)
All of these factors culminate into a huge concern. Are they so far behind that they will be overwhelmed to catch-up? Is there a true desire to play? I feel I need to create a reward system to motivate.
The exception with this group is Sam who is smart and doing all that he can in class. Unfortunately, he is progress is being held back by the slow progress of the other students. I need to see what can change.
What to do for next lesson
Students that need to purchase method book
Camden, , Khristina, Brea
Looking Ahead
Sederland
What we did
What to do for next lesson
Looking Forward